Pengaruh Virtual Experiment Terhadap Hasil Belajar Fisika Ditinjau Dari Motivasi Belajar Siswa SMA Negeri 1 Singaraja.

This research aims at:(1) understanding the examination outcomes of students who study Physics through virtual experiment and those who study using conventional method; (2) understanding the effect of interaction between learning method and students' motivation on the Physics examination outcomes; (3) understanding the difference between students who study Physics through virtual experiment and students who study Physics through conventional method, at students whose high motivation in learning; and (4) understanding the difference between students who study Physics through virtual experiment and students who study Physics through conventional method, at students whose low motivation in learning. The type of research is quasi experimental research by employing post test only control group design. The populations were all students in regular class X of SMA Negeri 1 Singaraja, year 2011/2012. In this research, random sampling technique is adopted. The data is gathered from questionnaires regarding students' motivation in learning and Physics examination in the form of extended objectives. For hypothesis evaluation, data is analyzed using two-way Analysis of Variance (Anova) and Tukey's test at level of significance of 5%. Results show that: (1) in terms of Physics examination outcomes, there is a difference between students who study Physics through virtual experiment and those who study Physics through conventional method, (2) learning method and motivation affect the student's Physics examination outcomes, (3) there is a difference between students who study Physics through virtual experiment and students who study Physics through conventional method, at students whose high motivation in learning; dan (4) there is a difference between students who study Physics through virtual experiment and students who study Physics through conventional method, at students whose low motivation in learning. Thus, it is concluded that learning Physics through virtual experiment and students' motivation affect the Physics examination outcomes

Pengaruh Virtual Experiment Terhadap Hasil Belajar Fisika Kelas XI MA. Nahdlatul Ulum 2 Bontoparang

Penelitian ini adalah penelitian Eksperimen Semu. Penelitian ini bertujuan untuk memperoleh informasi tentang hasil belajar fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang Kabupaten Jeneponto yang diajar dengan menggunakan Virtual Experiment dan untuk mengetahui ada tidaknya pengaruh yang signifikan antara hasil belajar fisika siswa yang diajar dengan menggunakan virtual experiment dan yang diajar menggunakan metode konvensional. Desain yang digunakan dalam penelitian ini adalah Nonequivalent Control Group Design yang melibatkan dua variabel bebas dan satu variabel terikat. Variabel bebasnya berupa: model pembelajaran virtual experimen yang diajar pada kelas eksperimen dan model pembelajaran konvensional yang diajar pada kelas kontrol. Variabel terikatnya berupa hasil belajar fisika kognitif siswa. Hasil analisis statistik deskriptif mengungkapkan bahwa skor rata-rata hasil belajar fisika siswa kelas eksperimen adalah 22,70 dan skor rata-rata hasil belajar fisika siswa kelas kontrol adalah 21,32. Hasil analisis statistik inferensial mengungkapkan bahwa terdapat pengaruh yang signifikan antara hasil belajar fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang yang diajar dengan menggunakan Virtual Experiment dan yang diajar dengan menggunakan metode konvensional pada taraf signifikasi Dari hasil analisis data dapat disimpulkan bahwa Virtual Experiment dapat digunakan dalam pengajaran fisika siswa kelas XI MA Nahdlatul Ulum 2 Bontoparang Kabupaten Jeneponto. Kata Kunci: hasil belajar, Virtual Experiment This study was a Quasi Eksperimental research. This study aimed to obtain information about the results of learning physics class XI MA Nahdlatul Ulum 2 Bontoparang district Jeneponto taught using virtual experiment and to determine whether there is a significant influence between the learning outcomes of student who are taught physics by using virtual experiments and are taught using methods conventional. The design used in this study is Nonequinalent control group design involving two independent variables and the dependent variable. The independent variable such as: virtual eksperiment learning that are taught in class experiments and conventional learning models that are taught in the control class. The dependent variable in the form of result learn cognitive physics students. The result of descriptive statistical analysis revealed that the average score physics student learning outcomes experimental class was 22,70 and the avarage score of student learning outcomes physics control class 21,32. Interferential statistical analysis revaled that a significant difference between the results of studying phisics XI MA Nahdlatul Ulum 2 Bontoparang taught by using virtual experiments and are taught using conventional methods at significance level From the analysis of data it can be concluded that the virtual experiment can be used in the teaching of physics students XI MA Nahdlatul Ulum 2 Bontoparang Jeneponto

The Effect of Haptic Feedback on Basic Social. Interaction within Shared Virtual Environments

This paper describes an experiment that studies the effect of basic haptic feedback in creating a sense of social interaction within a shared virtual environment (SVE). Although there have been a number of studies investigating the effect of haptic feedback on collaborative task performance, they do not address the effect it has in inducing social presence. The purpose of this experiment is to show that haptic feedback enhances the sense of social presence within a mediated environment. An experiment was carried out using a shared desktop based virtual environment where 20 remotely located couples who did not know one another had to solve a puzzle together. In 10 groups they had shared haptic communication through their hands, and in another group they did not. Hence the haptic feedback was not used for completing the task itself, but rather as a means of social interacting – communicating with the other participant. The results suggest that basic haptic feedback increases the sense of social presence within the shared VE

Implementing flexible rules of interaction for object manipulation in cluttered virtual environments

Object manipulation in cluttered virtual environments (VEs) brings additional challenges to the design of interaction algorithms, when compared with open virtual spaces. As the complexity of the algorithms increases so does the flexibility with which users can interact, but this is at the expense of much greater difficulties in implementation for developers. Three rules that increase the realism and flexibility of interaction are outlined: collision response, order of control, and physical compatibility. The implementation of each is described, highlighting the substantial increase in algorithm complexity that arises. Data are reported from an experiment in which participants manipulated a bulky virtual object through parts of a virtual building (the piano movers’ problem). These data illustrate the benefits to users that accrue from implementing flexible rules of interaction

Comparing Virtual Reality to Conventional Simulator Visuals: Effects of Peripheral Visual Cues in Roll-Axis Tracking Tasks

This paper compares the effects of peripheral visual cues on manual control between a conventional fixed-base simulator and virtual reality. The results were also compared with those from a previous experiment conducted in a motion-base simulator. Fifteen participants controlled a system with second-order dynamics in a disturbance-rejection task. Tracking performance, control activity, simulator sickness questionnaire answers, and biometrics were collected. Manual control behavior was modeled for the first time in a virtual reality environment. Virtual reality did not degrade participants manual control performance or alter their control behavior. However, peripheral cues were significantly more effective in virtual reality. Control activity decreased for all conditions with peripheral cues. The trends introduced by the peripheral visual cues from the previous experiment were replicated. Finally, VR was not more nauseogenic than the conventional simulator. These results suggest that virtual reality might be a good alternative to conventional fixed-base simulators for training manual control skills

Comparison of head gaze and head and eye gaze within an immersive environment

For efficient collaboration between participants, eye gaze is seen as being critical for interaction. Teleconferencing systems such as the AcessGrid allow users to meet across geographically disparate rooms but as of now there seems no substitute for face to face meetings. This paper gives an overview of some preliminary work that looks towards integrating eye gaze into an immersive Collaborative Virtual Environment and assessing the impact that this would have on interaction between the users of such a system. An experiment was conducted to assess the difference between users abilities to judge what objects an avatar is looking at with only head gaze being viewed and also with eye and head gaze data being displayed. The results from the experiment show that eye gaze is of vital importance to the subjects correctly identifying what a person is looking at in an immersive virtual environment. This is followed by a description of how the eye tracking system has been integrated into an immersive collaborative virtual environment and some preliminary results from the use of such a system

Virtual vs. Standard Strike: An Experiment

In this paper we compare - in the laboratory - stoppage and virtual strike. Our experiment confirms that higher wages offered by an employer lead to considerably more costly effort provision. The number of strikes, the level of efforts and average total payoffs are higher under virtual strike than under standard strike. However, when standard strike is associated with reciprocal externalities, it induces higher effort levels, higher payoffs and an extremely reduced number of strikes than virtual strike. It is unclear whether this behavior re?ects reciprocity or other forms of social preferences. However our results might explain why standard strikes rather than virtual ones are generally adopted by workers.virtual strike, cooperation, reciprocity, fairness, experiments